Self-Advocacy as a Goal for Education
| dc.contributor.advisor | Israelite, Neita | |
| dc.contributor.author | Choi, Eugenie | |
| dc.date.accessioned | 2018-01-24T18:39:30Z | |
| dc.date.available | 2018-01-24T18:39:30Z | |
| dc.date.issued | 2015-08-19 | |
| dc.description.abstract | This research project reviews selected literature on self-advocacy instruction to highlight (a) its importance as a focus for education and (b) the barriers towards its implementation. Several studies have recognized that the transition from high school to PSE presents a series of challenges for students with disabilities (e.g., Madaus, 2005; Eckes & Ochoa, 2005). Results of research, however, associate self-advocacy skills with better transitions into PSE and adult life by students with disabilities (Norton, 1997; Roessler, Brown, & Rumrill; 1998; Satcher, 1995). A salient barrier towards self-advocacy education is a lack of sufficient training in preservice education. This paper concludes with recommendations for the development of such training and implications for educational research. | en |
| dc.identifier.citation | Major Research Paper (Master's), Faculty of Education, York University | |
| dc.identifier.uri | http://hdl.handle.net/10315/34204 | |
| dc.language.iso | en | en_US |
| dc.rights.uri | The copyright for the paper content remains with the author. | * |
| dc.subject | Self-Advocacy | en_US |
| dc.subject | Education | en_US |
| dc.subject | High School | en_US |
| dc.subject | Disabilities | en_US |
| dc.title | Self-Advocacy as a Goal for Education | en_US |
| dc.type | Major Research Paper |